Assessment in the classroom | timlegg

ASCL_Assessment_Guide    Click for the document

ASCL in conjunction with Evidenced Based Education have produced a handy guide for assessment in the classroom, contributions from @HarfordSean @StuartKime @daisychristo @lwalkerleon @mchsresearch @HFletcherWood @joeybagstock @OMVentista @ASCL_UK @RealGeoffBarton @AllanaG13

 

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Separation from your mobile boosts your cognitive capacity. | timlegg

By Carolina Kuepper-Tetzel

In a recent weekly digest, we explored the pros and cons about cellphones in the classroom. In today’s blog post, I would like to contribute to that discussion by presenting a new research study that looked into the effects of the mere presence of one’s cellphone while performing cognitive tasks (1). The findings of Ward et al.’s (1) experiments are intriguing and bear important practical implications. Let’s dive in and see what they did in their study, shall we?

Cellphone presence and cognitive capacity

The researchers used a simple and straight-forward study…

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Cognitive Load Theory CLT | timlegg

How the cognitive load of a learning task affects a person’s ability to memorize it.

Cognitive Load Theory (or CLT) is a theory which aims to understand how the cognitive load produced by learning tasks can impede students’ ability to process new information and to create long-term memories.

Cognitive load is typically increased when unnecessary demands are imposed on a learner, making the task of processing information overly complex. Such demands include the unnecessary distractions of a classroom and inadequate methods used by teachers to educate students about a…

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Classroom Change: How the EEF’s Implementation Guide Can Support Classroom Practice | timlegg

Posted on February 19, 2018 by classteaching

The EEF has recently published their guide to implementation entitled ‘Putting Evidence to Work’, which provides a detailed, analytical framework designed to ‘help implement any school improvement decision, whether programme or practice, whole-school or targeted approach, or internal or externally generated ideas’.

Whilst this guide might seem to be aimed primarily at school leaders, the evaluative framework it offers can be of benefit to classroom teachers who wish to implement any kind of change to their practice. Teachers are, after…

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LISTEN: What every teacher needs to know about setting – Professor Becky Francis talks to Tes Podagogy | timlegg

A timely and useful piece underlining the thinking behind mixed attainment teaching.

Under what conditions can setting be beneficial for students, if it ever can be – and what are the most common ways of getting setting wrong? The director of the UCL Institute for Education reveals all

“The international research is very clear that overall there is no positive impact of setting and streaming on young people’s attainment,” says Professor Becky Francis, director of the UCL Institute of Education.

In this week’s Tes Podagogy podcast, she explains in detail why this might be and…

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